Reflections of Learning in Adulthood, Research Paper Example

As a way to sum up Learning in Adulthood by Merriam, Caffarella, et al, the final chapter of the text is focused upon reflections of the learning that can take place in adulthood. Ultimately, it appears, that the authors have concluded that “learning in adulthood can be distinguished from childhood in terms of the learner, the context, and” “the learning process,” (Baumgartner et al, pg. 423).

Still, even though the three can be evaluated individually, they naturally intercept in ways to make them obvious supplements to each other. To further re- enforce the claims set for by the authors; they utilize four positions articulated by Cervero on the relationship between to the “interaction between knowledge and practice, each of which can be applied” not only to “adult learning” but also to the three foundational points articulated by the text (Baumgartner et al, pg. 435).

The aforementioned four are as follows: 1) “the practice of adult learning has been carried out without reference to what is known about how adults learn,” 2) “is that a systematically collected knowledge base illuminated practice,” 3) “is that educators operate intuitively with an understanding of adult learning whether or not knowledge is articulated,” and 4) “is that they are indivisible” (Baumgartner et al, pg. 435 – 437). Now, without a doubt all of these premises make logical sense; they also flow so well together that one could argue that they build off each other while virtually stating the same thing. Still, one of the four positions stands out to me personally more so than the other three.

Simply put, the first position about the fact that “the practice of adult learning has been carried out without reference to what is known about how adults learn” makes the most inherent sense, (Baumgartner et al, pg. 435). Naturally, then, not only do I whole- heartedly agree with what is being stated but in reality teaching is just as much an education for the facilitator as for the student.

One is always going to be working to tweak plans and strategies to provide the most benefit and knowledge to the students so why would teaching adult learned be any different? If one approach is not working, it only makes common sense to head in another direction to more effectively and efficiently reach the final objective.

Speaking specifically from experience, take, for example, trying to teach someone the difference between a basic right and wrong. One would not even have to be an actual teacher, perhaps simply a parent or a babysitter. The point is that the instruction process would vary depending on the age of the one being instructed.

An infant may be spoken to in a baby voice, getting their hand lightly popped, saying ‘NO’ and going on from there. A pre- teen, however, will not respond the same way to such a lesson. With someone aging from about 12 to 15, another approach is going to be needed. Perhaps having something taken away or being grounded for the wrong behavior, while at the same time is told how they should have handled whatever situation is at hand.

The point is that the two have to be treated and instructed differently depending on their experiences, ages, cognitive ability, and so forth. The same thing, then, would have to be applied to adult learners in contrast to those students still in their compulsory education years like elementary and middle school.

The situation is not dependent upon whether or not the facilitator has a formal education in how to specifically teach and train the adult learners, but rather what they themselves have pieced together through their own trial and error; their own experiences of seeing what works.

The same is basically re- iterated throughout most of the models presented within this course; whether explicitly or implied. If a student, regardless of age is not responding to the methods currently being used, then the approach of teaching has to be altered in some way so that the desired outcome can be reached. This would be the case whether specifically trained in such thinking, or simple through the aforementioned common sense.

References

Baumgartner, Lisa M. Caffarella Rosemary S. Merriam, Sharon B. (2007). Learning in Adulthood: A Comprehensive Guide. 3^rd Edition. Jossey- Bass Publishing. San Francisco, CA.

Knowles, Malcolm S. Holton III Elwood F. Swanson, Richard A.. (2005). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. 6^th  Edition. Elsevier Publishing. Burlington, MA.